Rose Iovannone

This project aims to develop the Stepped Care Approach for Addressing Youth-Motivated School Refusal Behaviors (STAY), an intervention to address school refusal behaviors for students with or at risk for disabilities in grades 3 through 8. Public schools report that chronic absenteeism (missing at least 15 days of a school year) has increased after the COVID-19 pandemic and is a particular concern for children with or at risk for disabilities. For example, previous research has found that st...

The purpose of this project is to test the efficacy of an individualized, comprehensive modular intervention system, the Modular Approach for Autism Programs in Schools (MAAPS). MAAPS integrates evidence-based strategies to address core and associated features of autism spectrum disorders (ASD) to enhance the success of elementary students with ASD in schools. The primary aim is to evaluate whether, compared to services as usual, MAAPS improves teacher/instructional personnel outcomes and su...

This project proposed to develop a comprehensive intervention to increase the quality of educational services and access to inclusive settings for students with co-occurring autism spectrum disorder (ASD) and intellectual disability (ID) in elementary school. Existing support systems in many schools do not sufficiently meet the needs of these students, and there is a wide gap between what is known from research regarding best practices and current educational practices. This intervention was...